The document discusses self-acceptance and how it was studied in 20 student teachers. A 34-question survey was used to assess self-acceptance. The responses were analyzed statistically. Most students fell in the below average category for self-acceptance. Measures of central tendency and dispersion like mean, median, mode, standard deviation, and range were calculated. The data is presented in histograms, frequency polygons and ogives. It concludes that self-acceptance helps reduce negative emotions and improve well-being, and offers suggestions to improve self-acceptance.
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Каким образом и насколько могут Big Data и Искусственный Интеллект улучшить ...Alexander Ryzhov
- Зачем нужны компьютерные обучающие системы?
Существующие образовательные технологии как тормоз развития современной экономики.
- Почему сейчас?
Яркие успехи применения Big Data и Искусственного интеллекта в близких областях (например, биржевая торговля, рекомендательные системы).
- Как могут Big Data и Искусственный интеллект улучшить on-line обучение?
Необходимые условия интеллектуального управления обучением; персонификация обучения на основе Big Data.
- Каков потенциал персонификации on-line обучения?
Нет технических препятствий сделать компьютерные обучающие системы настолько же эффективными, как и лучшие репетиторы или персональные тренеры.
- А можно еще лучше?
Не понятно, надо пробовать. Вычислительная педагогика и квантовое управление процессом обучения как близкое будущее.
Discovery of the lung angiotensin converting enzyme 01 22 2016-pdfKevin KF Ng
Discovery of the angiotensin converting enzyme (ACE) in the pulmonary circulation. Search for its inhibitor led to the synthesis of ACE inhibitors which are now used for the treatment of hypertension, congestive hear failure and diabetic kidney disorder.
HIPERPLASIA FIBROSA INFLAMATORIA TRATADA CON VESTIBULOPLASTIA MODIFICADA: REP...Edwin José Calderón Flores
La hiperplasia fibrosa inflamatoria es una condición reactiva que se origina, con mayor frecuencia, por el uso de prótesis totales o parciales mal adaptadas, produciendo un traumatismo crónico de baja intensidad. Las lesiones pequeñas pueden ser manejadas de forma conservadora mientras que las lesiones extensas y de larga evolución necesitarán de escisión quirúrgica. La técnica quirúrgica empleada debe restaurar el contorno normal del tejido y la adaptación protética.
Atasehir kayisdagi ikinci el esya alanlar((0535 102 84 30 ))ömer sarışen
((0535 102 84 30))ataşehir kayışdağı ikinci el eşya , ataşehir kayışdağı ikinci el eşya alanlar , ataşehir kayışdağı 2.el eşya , ataşehir kayışdağı 2.el eşya alanlar , ikinci el eşya ataşehir kayışdağı , ataşehir kayışdağı ikinci el eşya alan yerler , ataşehir kayışdağı spotcular , İstanbul ataşehir kayışdağı ikinci el eşya , İstanbul ataşehir kayışdağı ikinci el eşya alanlar , İstanbul ataşehir kayışdağı 2.el eşya , İstanbul ataşehir kayışdağı 2.el eşya alanlar , ikinci el eşya İstanbul ataşehir kayışdağı , ataşehir kayışdağı ikinci el eşya alan yerler , ataşehir kayışdağı spotcular , İstanbul ataşehir kayışdağı ikinci el eşyacılar, ataşehir kayışdağı ikinci el eşya alanlar , İstanbul ataşehir kayışdağı 2.el eşya , İstanbul ataşehir kayışdağı 2.el eşya alanlar , ikinci el eşya İstanbul Ümraniye, ataşehir kayışdağı ikinci el eşya alım satım , ataşehir kayışdağı 2 el Eşya , ataşehir kayışdağı Antika eşya alanlar , ataşehir kayışdağı Antika Alan Yerler,
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Каким образом и насколько могут Big Data и Искусственный Интеллект улучшить ...Alexander Ryzhov
- Зачем нужны компьютерные обучающие системы?
Существующие образовательные технологии как тормоз развития современной экономики.
- Почему сейчас?
Яркие успехи применения Big Data и Искусственного интеллекта в близких областях (например, биржевая торговля, рекомендательные системы).
- Как могут Big Data и Искусственный интеллект улучшить on-line обучение?
Необходимые условия интеллектуального управления обучением; персонификация обучения на основе Big Data.
- Каков потенциал персонификации on-line обучения?
Нет технических препятствий сделать компьютерные обучающие системы настолько же эффективными, как и лучшие репетиторы или персональные тренеры.
- А можно еще лучше?
Не понятно, надо пробовать. Вычислительная педагогика и квантовое управление процессом обучения как близкое будущее.
Discovery of the lung angiotensin converting enzyme 01 22 2016-pdfKevin KF Ng
Discovery of the angiotensin converting enzyme (ACE) in the pulmonary circulation. Search for its inhibitor led to the synthesis of ACE inhibitors which are now used for the treatment of hypertension, congestive hear failure and diabetic kidney disorder.
HIPERPLASIA FIBROSA INFLAMATORIA TRATADA CON VESTIBULOPLASTIA MODIFICADA: REP...Edwin José Calderón Flores
La hiperplasia fibrosa inflamatoria es una condición reactiva que se origina, con mayor frecuencia, por el uso de prótesis totales o parciales mal adaptadas, produciendo un traumatismo crónico de baja intensidad. Las lesiones pequeñas pueden ser manejadas de forma conservadora mientras que las lesiones extensas y de larga evolución necesitarán de escisión quirúrgica. La técnica quirúrgica empleada debe restaurar el contorno normal del tejido y la adaptación protética.
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The presentation is about career counselling and how we as future teachers want to assist learners in achieving their dream careers. The audience that we targeted was parents, teachers and learners from grade 8 to 12.
Tools To Assess The Quality Of The Curriculumdbrady3702
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Presentation is made by the student of M.phil Jameel Ahmed Qureshi Faculty of Education Elsa Kazi campus Hyderabad UoS Jamshoron, This presentation is an assignment assign by the Dr. Mumtaz Khwaja
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. INTRODUCTION
Self -acceptance is acceptance of self in spite
of deficiencies. According to Shepard (1979),
self- acceptance is an individual’s satisfaction
or happiness with oneself, and is thought to
be necessary for good mental health. Self -
acceptance involves self-understanding, a
realistic, albeit subjective, awareness of
one’s strengths and weaknesses. It results in
an individual’s feeling about oneself, that
they are of “unique worth”.
In clinical psychology and
positive psychology, self- acceptance is
considered the pre requisite for change to
occur. It can be achieved by stopping
criticizing and solving the defects of one’s
self, and then accepting them to be existing
within one’s self. That is , tolerating oneself
to be imperfect in some parts.
3. Self- acceptance is an
initiation to stop trying to change yourself
into the person you wish to be, long enough
to find out who you really are.At the deepest
level, self-acceptance is either complete or
not at all, but for most, yes/no feels too
limited because you worry about all the
things you would like to change about
yourself.
COLLECTION OF DATA
In order to
understand the self -acceptance , 34
questions were prepared. The questions
were true/false type questions. The
questions were related to the person’s view
about life, his/her school life, their capacity
to interact with others, their social
awareness, his/her mentality about the
events happening in the society etc.
4. The collected data includes,
Is anyone choose their father as an ideal
man.
Their leadership quality.
Their confidence to make suggestions in
a group.
Their opinion about the women drinking
in cocktail bars.
Their social behavior.
Their school days.
Their dreams etc.
METHODOLOGY
For preparing a report on the self-
acceptance, survey method is used to collect
the data. For doing the survey, the
queustionnaire method was adopted.
Because, questionnaires are a useful method
to investigate patterns, frequency, ease and
success of use, user needs, expectations,
5. perspectives, priorities and preferences. For
this, 34 questions were prepared. 20 student
teachers were selected, and the 34 questions
were answered by each one ofthem.
The main advantages of
questionnaires are;
They are relatively easy to analyse.
They are familiar to the people.
They are simple to administer.
The format is familiar to most
respondents.
Information is collected in a standardized
way.
They are usually straight forward to
analyse.
The respondents have time to think
about their answers; they are not usually
required to reply immediately.
6. A large sample of the given population
can be conducted at relatively low cost.
The important steps involved in the
questionnaire designing process are;
1. Determine what information is
required, what do we want to find
out?
2. Decide on the audience for the
questionnaire.
3. Decide on the method of data
collection.
4. Draft the questionnaire,
considering content, wording, format,
structure and layout.
Issues to consider while preparing a
questionnaire:
Can the question be easily
understood?
Is the question too vague or too
precise?
7. Is the question biased?
Is the question necessary to the
evaluation?
Will respondents be willing to
provide the information?
Is the question applicable to all
respondents?
5. Test the questionnaire with
colleagues or a sample of potential
respondents and revise the
questionnaire.
6. Plan the timings of the
questionnaire.
7. Distribute the questionnaire.
8. Analyse the response.
ANALYSIS
The questionnaire consist of 34
questions were answered by 20 student
teachers. One mark is given for each correct
8. response. Total mark is out of 34. In order to
analyse the data, the student teachers who
gets 25-30 mark is included in the above
average category. Those who gets mark
between 17 and 25 is included in the average
category. Those who gets mark below 17 is
included in the below average category.
The following table shows the mark
distribution of the 20 student teachers;
Name
Mark
Name Mark
Afna Meeran 13 Jimiya Joy 8
Alisha Bava 12 Nivyamol
Kuriyan
17
Anjitha V.R 19 Haseena
Maideen
23
Ansalymol
Thomas
7 Ramya M.T 7
Anu Thomas 13 Rincy M.M 10
Archana C.M 14 Seenamol M.K 5
Aruna M.A 17 Sethulakshmi 19
9. K.D
Aysha Bai 21 Shibina Shaji 17
Chinchu P.E 13 Sunitha
Rajendran
8
Geethu Priya
K.P
9 Vidhya M 15
From this table, we can see that there is
a significant change in the response of
student teachers. Because of this
variation, they are categorized into 3
levels; below average, average and
above average.
Below
Average
Average Above
Average
Anu Thomas Aruna M.A
Afna Meeran Aysha Bai
Alisha Bava Nivyamol
Kuriyan
Ansalymol
Thomas
Haseena
Maideen
10. Archana C.M Shibina Shaji
Chinchu P.E Sethulakshmi
K.D
Geethu Priya
K.P
Anjitha V.R
Jimiya Joy
Ramya M.T
Rincy M.M
Seenamol
M.K
Sunitha
Rajendran
Vidhya M
From the above table, it is
understood that majority come under
the below average level. Among the 20
student teachers, 13 of them fall under
the below average category and the
remaining 7 student teachers are in the
average level and no one is in the above
average category.
11. STATISTICAL ANALYSIS
ROW DATA:-
13 12 19 7 13
14 17 21 13 9
8 17 23 7 10
5 19 17 8 15
FREQUENCY TABLE:-
CLASS TALLY
MARK
FREQUENCY
0-10 ||||| 6
10-20 |||||||||| 12
20-30 || 2
TOTAL 20
12. MEASURES OF CENTRAL
TENDENCY:-
CLASS FREQUENC
Y
f
Mi
d x
fx CUMULATIV
E
FREQUENCY
0-10 6 5 30 6
10-20 12 15 18
0
18
20-30 2 25 50 20
TOTA
L
20 26
0
Mean = ∑fx∕N
=260∕20
= 13
Median= l+[((N/2)-F)∕fm]*i
=10+[(10-6)∕12]*10
=10+[4∕12]*10
=13.33
14. Therefore, S.D =i* (∑fd’2∕N)-(∑fd’∕N)2
=10* (8∕10)-(-4∕20)2
=10* (8∕20)-(16∕400)
=10*(12/20)
=6
MEAN DEVIATION:-
CLASS F x fx |d| f|d| cf
0-10 6 5 30 8 48 6
10-20 12 15 180 2 24 18
20-30 2 25 50 12 24 20
Total 20 260 22 96
|d|=|x-x̅|
Where x̅=(∑fx)/N
=260/20=13
Therefore, M.D= (∑|f(x-x̅)|)/N
=96/20=4.8
RANGE:-
Range=Highest mark-Lowest mark
=23-5=18
15. QUARTILE DEVIATION:-
Quartile Deviation=(Q3-Q1)/2
Q1class=size of (N/4)th item
=size of (20/4)th item
=5th item
Q1class=0-10
Q1=l1+[[((N/4)-F)*i]/f1]
=0+[(5-0)/6]*10
=8.33
Q3 class=size of 3(N/4)th item
=size of 15th item
Q3 class=10-20
Q3=l3+[[3*(N/4)-F]fm]*i
=10+[(15-6)/12]*10
=10+[(9/12)*10]=17.5
Quartile deviation=(Q3-Q1)/2
=(17.5-8.33)/2
=4.585
16. Standard Deviation=6
Mean Deviation =4.8
Quartile Deviation =4.585
Range =18
GRAPHICAL REPRESENTATION OF
FREQUENCY DISTRIBUTION
1.Histogram
2.Frequency Polygon
3.Frequency Curve
4.Ogives
Class Tally Freque-
ncy
Mi
d x
Lower
Boun
d
Greate
r than
cf
Upper
Boun
d
Less than
cf
0-10 ||||| 6 5 0 20 10 6
10-20 |||||
|||||
12 15 10 14 20 18
20-30 || 2 25 20 2 30 20
17.
18. CONCLUSION
Acceptance means embracing what is,
rather than wishing for what is not. When
we accept difficult realities, we are able to
discover whatever positive feelings and
experiences may be possible in that
situation. We find ourselves more at peace
and able to experience life more deeply.
Acceptance of our faults and faults of
others help us to be patient and able to
avoid hurtful kinds of criticism or judgement.
By accepting faults we become more able to
trust and celebrate strengths.
When people have self acceptance, they
usually feel better about themselves. Self
acceptance can help to reduce self-defeating
anxiety, guilt,shame,shyness,and other self-
defeating emotions and behaviours.
19. SUGGESTIONS
1.Set an intention
2. Celebrate your strengths
3. Consider the people around you
4. Create a support system
5. Forgive yourself
6. Grieve the loss of unrealized dreams
7. Realize that acceptance is not
resignation
8. Speak to your highest self
9. Be kind to yourself
20. REFERENCES
Psychological Foundation of Education
http://www.hawthorne-ed.com
http://www.scope.org
Self-Love Books That Will Change Your
Life- Anne Sophie Reinhardt